Transformation of Teachers' Understandings of Refugee Families' Engagement: Multilingual Family Mathematics Spaces

Autor/inn/en	Karsli-Calamak, Elif; Tuna, Mana Ece; Allexsaht-Snider, Martha
Titel	Transformation of Teachers' Understandings of Refugee Families' Engagement: Multilingual Family Mathematics Spaces
Quelle	In: International Journal of Early Years Education, 28 (2020) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karsli-Calamak, Elif) ORCID (Tuna, Mana Ece) ORCID (Allexsaht-Snider, Martha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1765093
Schlagwörter	Refugees; Family School Relationship; Family Involvement; Early Childhood Teachers; Early Childhood Education; Foreign Countries; Mathematics Instruction; Equal Education; Culturally Relevant Education; Multilingualism; Cultural Capital; Social Capital; Parent Teacher Cooperation; Teacher Attitudes; Interpersonal Communication; Turkey + Suchen Sie Ihr Suchwort? Flüchtling; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Ausland; Mathematics lessons; Mathematikunterricht; Mehrsprachigkeit; Multilingualismus; Sozialkapital; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Interpersonale Kommunikation; Türkei
Abstract	Today in many countries, teachers working with children with refugee status are seeking ways to practice inclusive family engagement. In our two-year-long project, we worked with early childhood teachers serving refugee students in public schools in Turkey, which hosts the world's highest number of child refugees. Our project focused on creating equitable mathematics teaching and learning opportunities and developing a support mechanism for children, families, and teachers in four different cities. Drawing on a blend of the "ecologies of parental engagement" and the "community cultural wealth" frameworks, we explored the question of how teachers' understandings of refugee families' engagement in their children's education evolved as teachers actively participated in professional learning over two years. Our analysis of a series of interviews revealed that teachers' interactions with refugee families and children in the context of multilingual spaces we co-created made it possible for them to explore families' different forms of capital (i.e. aspirational, familial, linguistic, navigational, resistant and social). The initial notions of teachers were transformed into knowledge about families' past and current life stories with immigration histories, as well as knowledge of families' personal strengths and challenges with their various types of engagement in children's education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01